Educational Repositories in Perspective Lilla Voss

The World Media generation ICT- users from the age of 3 Multi (media)tasking - of course Networking Collaborative Active, want to do things themselves Like games

School Organisation and concept at least 500 years old Fundamentally slow to change Few outside competitors Very coherent social organisation Strong external pressure Economic structure – artisan structure – vulnerable to rationalisation

use to learn learn to use technical infrastructure teacher training organi- sation Dias 10

use to learn learn to use technical infrastructure teacher training organi- sation Time

Strategy development – a process

In-service training to give teachers ICT skill Virtual learning environments for schools ICT as a vehicle for enhancing the quality of education ICT in schools – key words

ICT keywords for schools: Networking Collaboration Knowledge sharing and Knowledge management Ability to transform information into knowledge by offering children critical methods and means to combat the information overload brought about by the Net.

use to learn learn to use technical infrastructure teacher training organi- sation Time

Use to learn ICT to become a personal tool for the student Personal PC, connected all the time. More problem orientation /project organised New teacher roles – coach, facilitator, teamwork- Together with old roles New ways to organise education and learning Flexible organisation of lessons day/week/year Flexible ”classes” Flexible use of teacher’s Flexible teacher/ICT support

ICT – an important tool – not a goal in itself ITIF ( ICT in grades 1-10) – government programme 2004 – 2007/8 Computers etc. Digital content – on-line, web based Development of courses for in-service training Knowledge sharing – best practise Emphasis on an early start Holistic approach

Computers for grade 3 – political goals To enhance the quality of education in general by effective use of computers from an early stage. To help children to develop literacy and numeracy skills more rapidly in order to reduce percentage of school leavers with substantial reading disabilities. To offer the (small) percentage of children with no computer access at home the possibility in their school. ITIF

Number of pupils per computer in primary and lower secondary school Reduction from 60 to only 4 pupils per computer

# Pupils per ‘up to date’ educational computer in : 2 pupils per computer in 3-5 th grade

Results up to date computers ( pupils) Majority laptops In racks Out of the computer labs Wireless access Increasing purchase of interactive whiteboards

Source: ”The Economist’s list on e-readiness, 2006 Denmark the world’s leading in ”e-readiness” Internet as a tool for economical and human developement – e-readiness Education is not an isolated island.

”The school of tomorrow? ”Brick and mortar ”Virtual school”

The ”school of tomorrow”? Will soon be the school of today ”Brick and mortar school” ”virtual school” VLE /LMS organisation pedagogy

Content – goals ICT-based learning ressources (”books”) Universes for different learner groups on the EMU(national website for learning) The National Repository E- museum LMS-LCMS

ICT-based learning resources (”books”) Universes for different learner groups on the EMU (national website for learning) The National Repository E- museum LMS-LCMS Schools- the virtual layer

New digital competencies young people use digital technologies much more often and varied outside school

Daily media uses – pupils – school nightmare

10-16 year old Access to digital medias at home 97 % access to computers 58 % has own computer 96 % has Internet access (Rattleff, P Børn og unges brug af internettet i fritiden. Medierådet for Børn og Unge/DPU)

10-16 year old – use of the Internet in spare time 35% looking for websites relevant for school homework 30% looking for websites relevant for personal interests 54% chatting 71% playing online games 31% looking for pictures 57% listening to music 37% watching film/video 35% downloading music/film/pictures/games 26% accessing school LMS - system (Rattleff, P Børn og unges brug af internettet i fritiden. Medierådet for Børn og Unge/DPU)

Children use mainly digital medias in their spare time Children learn to use digital medias from other children or from experimenting themselves Children live in both physical and virtual environments Smaller groups of children have very high ICT skills. (Sørensen 2002)

 What kind af methods do they use?  Which tools?  How do they organise collaboration?  How do they document their activities?  How do they produce? They are creative and they produce content themselves

Learning 2.0 Power Tools Mailing Lists Bookmarks Photos Media Sharing Blogs Wikis Chat Instant Messaging Videos Screencasts Blog Search Screen Sharing Tagging Feeds Visualisation Social Networking VoIP Film making Virtual reality Bulletin boards Creative software Flickr Podcasts Games Second Life YouTube mySpace They are the web 2.0 generation - using

VLE- LMS-LCMS Key factor for an e-ready school

E- readiness The school as an organisation has integrated ICT both organisational and in their teaching and learning All teachers use ICT- both for organisational and pedagogical purposes Pupils and parents have access to all school resources – net based from home - and can collaborate and communicate from home, libraries with teachers, other students etc.

VLE/LMS systems Knowledge sharing, knowledge management On-line access to school resources Interactive communication and collaboration Teachers to put links, examples, demonstrations in subject folders Teachers to comment assignments on-line – both when they are finished and on the way. Pupils to communicate and collaborate with other pupils Results shown in each child’s portfolio Teachers to use learning objects from on-line repositories when they prepare lessons Re-use of pedagogical data in school administration – and vice-versa

This is the environment that repositories have to cope with in the future. These are the users that should find repositories useful and worth while spending time on. Because teachers – sooner or later - need to adapt their teaching methods to the target groups and the new virtual environment of the school

Use to learn ICT to become a personal tool for the student Personal PC, connected all the time. More problem orientation /project organised New teacher roles – coach, facilitator, teamwork- Together with old roles New ways to organise education and learning Flexible organisation of lessons day/week/year Flexible ”classes” Flexible use of teacher’s Flexible teacher/ICT support

Which repository – which user groups Teachers : national repository (national goals) Pupils : national repository (training modules), international repositories and other sources ( search machine Google) for highly specialised interests National editors/subject specialists: international repositories to help national teachers to find good content elsewhere. Parents ???

Repositories in perspective The whole textbook will still exist But smaller – much smaller - modules will be in demand ( Lego bricks - MIT) A broader target group of users and content targeted for each of these groups A pick and mix system with possibilities for the user to change and supplement with own produced content. A micro payment system for content not free of charge

If not Repositories might end up being Nice to have But not Need to have!

Schools 2016? The traditional brick and mortar school will still be there Aged divided class concept will still be standard – but combined with cross age/cross curricular elements Majority of lessons will still be 1 teacher/1 class /1 subject area– but combined with group based/cross-curricular/project – oriented work and a group of teachers in collaboration. Use of LCMS still primarily for organisational purposes – but pedagogical use increasing (class and pupil portfolios), use of L.O’s could be better. Special needs education will be dramatically changed.

Thank you !